The thinking mind and the musical mind work differently. The thinking mind processes words. The musical mind processes rhythm and melody. Words capture the imagination of the thinking mind. Rhythm, tonal, and accompanying movement capture the imagination of the musical mind. Music learning, at every age, requires that the teacher speak the language of the musical mind—letting go of words and communicating musically through rhythm, tonal, and movement.
Music teachers for generations have depended upon words to teach music, yet words do not speak to the musical mind. “You’re rushing the tempo.” “Johnny, is that what I asked you to do?” “A half note gets two beats.” Teacher explanations and instructions, no matter how well meaning or seemingly “necessary,” speak to the thinking mind, not to the musical mind. Rhythm, tonal, and movement speak directly to the musical mind.
Students often balk at music activities and song literature when the thinking mind has been put in charge of the musical mind. The thinking mind passes judgment, preferring musical activities and song lyrics that are “cool.” The musical mind engages in artistry. Immerse the musical mind in rhythm, tonal, and movement, without the interruption of words, and it will absorb and speak its native language.
A good story captures the imagination of the thinking mind and can hold children spellbound. Noise interrupts the story, interrupts the magic, and pulls children out of the wonder of their own imaginations. Similarly, well-designed music activities can capture the musical imagination and hold children spellbound. Words interrupt the musical content, interrupt the magic, and pull children out of the wonder of their own musical imaginations.
|
